Transculturalism and Teacher Capacity: Professional Readiness in the Globalised Age

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Based on new research data, with a 135-teacher study over 8 countries, this book challenges the assumption that all teachers automatically have the expertise to teach cultural understanding and argues, instead, that there is the need for teachers to acquire transcultural expertise to teach cultural understanding effectively in the present age, rather than depending on current multicultural and intercultural approaches. By outlining a new model to teach cultural understanding that is appropriate and relevant, this volume focuses on the expertise of teachers to address this gap in current teaching practice. Using the framework of education in Britain and its former empire, this book traces the role that teachers have played in teaching cultural understanding throughout history, and then uses the results of a recent international research project to outline recommendations for teacher education and professional learning that both develop and enhance the ability of teachers to address cultural understanding effectively in their work. Transculturalism and Teacher Capacity: Professional Readiness in the Globalised Age is the perfect resource for any researcher, school leader and educational administrator, or those interested in education that prepares teachers to meet the demands of the profession in the current age. Cover Half Title Series Page Title Page Copyright Page Dedication Contents List of figures List of tables Foreword Preface Acknowledgements 1. Teaching for cultural difference: a temporal and spatial reflection 1.1. Why the need to teach cultural understanding? 1.2. The nuances of globalisation 1.3. The cosmopolitanism of the past and the modern 1.4. The framework of consideration: defining the parameters of the discussion 1.5. Culture, faith and morality: teaching for the ‘Other’ References 2. Cultural understanding and teaching expertise: a glimpse through British time and place 2.1. Education as moral citizenship 2.2. The teacher and British educational morality: a temporal consideration 2.3. Pitfalls and conclusions: teachers as moral guides towards the ‘Other’ References 3. Cultural education for the globalised age 3.1. Culture and the global imperative: the garden of cultural education 3.2. Changing notions and contexts of cultural education 3.3. Transculturalism: a way forward for the 21st century References 4. Cultural education in current policy and practice: a selective critique 4.1. The disjunctures of international comparisons 4.2. The substance of cultural education in policy 4.3. And whither the teacher? References 5. Measuring transcultural capacity in teachers 5.1. The notion of professional readiness 5.2. Teacher standards and cultural expertise 5.3. Determining the cultural readiness of teachers 5.4. Project methodology References 6. Transcultural capacity of teachers: a comparative analysis 6.1. Overview 6.2. Transculturality as a teacher attitude 6.3. The deeper characteristics of transcultural dispositions 6.4. Discussions and analysis 6.5. Conclusion References 7. Building transcultural capacity in teachers: implications for teacher education and professional learning 7.1. Overview 7.2. Cultural displacement: the basis of developing expertise in cultural diversity as the norm 7.3. A personal epilogue: the cultural elephant – premonitions for the future References Index